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Appendix 1


Year Level: 5 Time: 12:30-1:20 Date: Students Prior Knowledge:
- Climate, natural vegetation, landforms, native animals
Learning Area: of the continents of Africa and Europe, and the location
in relation to Australia
Humanities - Extensive ipad use
- General characteristics of animals and why they need
those features in relation to habitat/ survival ect.
- A guide to image referencing (basic)

Strand/Topic from the Australian Curriculum

Geography: Factors that shape the environmental
characteristics of places
The main characteristics (e.g. climate, natural vegetation,
landforms, native animals) of the continents of South
America and North America, and the location of their major
countries in relation to Australia (ACHASSK111)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
Cross-curriculum priorities introduced in the first lesson

Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
ProficienciesMathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Allocate the categories of sky, water or land animals to group members to allow for a variety of animals for
each country. Research your chosen animals characteristics, habitat, food and any other interesting facts
using the natural geographic kids website.
Record all information researched on group Google documents and a referenced image of your chosen
Work in a team collaboratively, discussing ideas and contributing to the completion of the task
Teachers Prior Preparation/Organisation: Provision for students at educational risk:
- Collecting the schools ipads for the lesson - Students with hearing and visual impairment
- Ensuring all ipads are charged seating close to the front of the room when
- Completion of Lesson two instructions are given
- Pens for all students and A3 paper for each group - Ensure that when allocating groups students
who are known to not work well together aren't
grouped together
- Ensure an even spread of abilities throughout
the groups
- Other resources such as books may be
provided to students, (sourced from the library
previous to the lesson commencement) if
internet use causes additional difficulties

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
- Was the required information collected using the Internet and other resources the students had access to?
- Did students opt to use books instead of Internet based research tools?
- Was the information collected, accurately and made sense in relation to survival and habitat?
- Did the students copy exact information, which they had found on the Internet, or did they put it into their own
- Did the students ask group members for help before consulting with the teacher?
- Did any groups extend themselves, recording additional information that wasnt required but still apart of the
animals characteristics
- Were the students able to choose an animal from one of the three categories (land, sea and sky) without
conflict? If there was, were they able to resolve it?

Teacher self-reflection and self-evaluation:

- How can this be improved? Were the students able to navigate natural geographic and were there any
limitations, or is there a more suited program?
- Was there enough time for the students to complete the task
- Did the students stay on task for the most part of the lesson

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time Motivation and Introduction:
12:30 1. Students while sitting in their seats, active listening to the front of the
classroom, where the teacher is standing
2. The teacher tells the students In todays geography lesson we are
continuing with our webquest. Today we are looking at Animals. Did Brainstorm on board in
anyone find out about any interesting animals over the weekend? front of the classroom
with Animal
Lesson Steps (Lesson content, structure, strategies & Key Questions): characteristics written
1. Brainstorm on board anything associated with animal characteristics in the middle
12:35 to open the scope for what could be discovered (what could be found
in the research eg. Fur)
2. The groups allocated from the previous lesson will come together
3. One member from each group will collect an ipad for all students in
the group
A3 paper and pens
4. The teacher lets the students know that there are 3 different types of
animals that must be covered; land, sky and water. They are asked to
allocate a group member to find an animal within each of these I-pads for research and
categories and then collect as much information as possible including google docs
characteristics and how they relate to food and their habitat.
12:45 5. Research will begin, recording the information using a pen and paper,
or on the ipad. (which ever the student desires)

Lesson Closure:(Review lesson objectives with students)

1:15 1. Students instructed to save all information and type up shared A3
paper onto their group google document
2. As a group construct a Who am I? using one of the animals that you
have researched this lesson from your country. List 5 dot points about
the animal that will give the reset of the class the best opportunity to
guess your animal
3. Present the Who Am Is? to the class

Transition: (What needs to happen prior to the next lesson?)

1:20 1. The teacher says Next lesson we are looking at natural vegetation.
For homework investigate the difference between natural and man

Assessment: (Were the lesson objectives met? How will these be judged?)
2. Teacher will be sweeping the classroom making sure all students are
3. The teacher will have access to all the groups google documents, and
can see if information gathered was relevant to their country
4. When the students present their findings in lesson 5 the teacher will
be able to have a true indication of which groups understood the task
5. Were there any disruptions or arguments and how there they resolved